The document explores the concept of transmedia play, particularly its impact on learning for children aged 5 to 11, emphasizing how interactive, multi-platform narratives can enhance educational experiences. It argues that transmedia promotes engagement, diverse literacy, and constructivist learning, highlighting the importance of collaboration and exploration in the learning process. Examples such as Caine's Arcade and Story Pirates illustrate successful transmedia initiatives designed with educational goals in mind.

2. Table of Contents
Executive Summary 1
Introduction 4
Learning through Transmedia Play 10
Why transmedia and learning? 11
Origins of Transmedia: Key terms and logics 13
Transmedia logics 14
Transmedia for children 15
Ready to Learn Transmedia Initiative 17
Thinking Seriously about Transmedia Play 19
Transmedia play can promote new approaches to reading 19
Transmedia play can encourage learning through joint media engagement 21
Transmedia play can support constructivist learning goals 22
Learning to Play with Information 23
Building Transmedia Play Experiences 28
Examples of Transmedia Play 34
Case 1: Caine’s Arcade 34
Case 2: Story Pirates 39
Case 3: Flotsam Transmedia Experience 43
Future Directions for Research and Development 49
References 51

3. Executive Summary
Within the context of a media saturated, hyper-connected, no storyline, such as open-ended videogames. Our explora-
and rapidly changing world, the concept of “transmedia” tion of transmedia play and its relationships to learning in
has come into the spotlight among those creating and using middle childhood is important and timely as more media
media and technology for and with children. Transmedia, producers consider ways to incorporate transmedia into
by itself, means “across media” and describes any combina- their creations and as educators increasingly look to new
tion of relationships that might exist between the various media as a site for expanded and enhanced learning oppor-
texts (analog or digital) that constitute a contemporary tunities.
entertainment media experience. In recent years, the texts
and practices associated with transmedia have developed Some transmedia experiences for children are designed
through active conversations among fan communities, cre- with learning objectives in mind; for others, learning is not
ative artists, entertainment industry executives, academic an explicit goal. However, even without overt “educational
scholars, policy makers, and others interested in the future content,” transmedia offers numerous opportunities for
of entertainment and storytelling. learning. The complex, interconnected, and dynamic narra-
tives and vibrant story worlds characteristic of transmedia
In this report, we focus on transmedia in the lives of chil- provide fertile sites for children to explore, experiment, and
dren aged aged 5 to 11 and its applications to storytelling, oftentimes contribute as story worlds unfold across media.
play, and learning. As educators, researchers, and designers, The multi-modal, multi-sited nature of many transmedia
we are interested in the ways in which transmedia can be productions challenge children to use varied textual, visual,
a resource for learning through participation, experimenta- and media literacy skills to decode and remix media ele-
tion, expression—and, in particular, through play. We will ments. In these ways, the active, ongoing, creative engage-
discuss both transmedia storytelling and transmedia play, a ment with complex stories required of participants in a
related but distinct concept from transmedia storytelling in transmedia play experience stands in contrast to the rou-
that it involves experimentation with and participation in a tine, decontextualized learning that, unfortunately, all too
transmedia experience, but also applies to media that has often characterizes children’s experiences in school.
1

4. Transmedia, done well, can contribute to an immersive, re- In order to take part in a transmedia play
sponsive, learner-centered learning environment rich with experience, children must learn to read both
information and linked to children’s existing knowledge and written and multimedia texts broadly (across
experiences. It can build upon what children already know multiple media) and deeply (digging into details
about playing games, telling stories, and sharing media. of the narrative). This kind of reading has been
While transmedia does not have to privilege new media described as “transmedia navigation” or “the
technologies, leveraging new media in creative and acces- ability to follow the flow of stories and information
sible ways in order to facilitate sharing and communication across multiple modalities” within the context
among participants or to provide frequent and personalized of the new media literacies (Jenkins, Clinton,
formative feedback can be valuable for enhancing the learn- Purushotma, Robinson, & Weigel, 2006, p. 4).
ing environment.
• Transmedia play can encourage learning through
joint media engagement.
Learning with Transmedia
We believe that transmedia has the potential to be a valu- The complex narratives, rich worlds, and multiple
able tool for expanded learning that addresses some of the points of entry characteristic of transmedia
most pressing challenges facing education today. Through experiences can provide opportunities for
immersive, interconnected, and dynamic narratives, trans- families to experience transmedia together.
media engages multiple literacies, including textual, visual,
and media literacies, as well as multiple intelligences. It • Transmedia play can support constructivist
is highly engaging and allows for important social sharing learning goals.
among collaborators.
Transmedia play involves exploration,
In reviewing numerous children’s media properties and the experimentation, and remix, all activities firmly
existing popular and scholarly literature about transmedia aligned with a constructivist approach to learning
and children, we have identified the following key links be- (e.g. Bruner, 1990; Piaget, 1985; Vygotsky, 1978)
tween transmedia and learning: that emphasizes the active role of the learner
in creating knowledge by working to make
• Transmedia play can promote new approaches connections among information in a specific
to reading. context.
2

5. Characteristics of Transmedia Play Building Transmedia Play Experiences
We highlight five characteristics of transmedia play that We present three core principles for building transmedia
make it useful for learning: play experiences:
• Resourceful: The ability to act with/react to 1. Play Partners: Relationships between producers
diverse, challenging situations by thinking and audiences; conditions for people engaging in
creatively about solutions that leverage any and transmedia play together
all available tools and materials
2. Places to Play: Metaphorically, meaning places
• Social: Conversing with others who may be co- within a transmedia “universe”; and physically,
located or linked through media/technology, as in the environments within which children
the case of social media or virtual worlds participate in transmedia play
• Mobile: Use of mobile technologies, movement 3. Paradigm-shifting Play: Modifying pre-existing
between platforms/media, and causing concepts and routines to maximize the lasting
movement within media themselves positive impact of children’s transmedia play
• Accessible: The ability to jump in from a variety of
starting points and define a trajectory that takes
into account people’s own unique contexts and We offer three extended examples of transmedia play expe-
types of access riences that support these core principles: the emergence
of Caine’s Arcade, the work of the Story Pirates, and the
• Replayable: Enticing people to revisit, explore, Flotsam Transmedia Experience.
and investigate rich worlds so intensive that they
require multiple “visits”
3

6. Introduction
by Henry Jenkins
There is a monster at the end of this report (well, maybe such a powerful learning system. In a 2007 online poll, the
there is, but you won’t know for sure until you turn all of American Education Association voted The Monster at the
the pages and read what we have to say). End of this Book onto a list of “Teachers’ Top 100 Books for
Children.” A few years later, the School Library Journal gave
But, it is telling that most of you probably recognize this it a prominent spot on its list of the Top 100 picture books.
phrase as a reference to a classic children’s book, written by
Jon Stone, illustrated by Michael Smollen, released in 1971
just a few years after Sesame Street debuted on PBS, and
“starring lovable, furry old Grover.” Much has been made of
the ways that Sesame Street reinvented children’s televi-
sion, embracing rather than running away from the proper-
ties of its medium, incorporating tricks from advertising,
parodies of popular culture, songs and skits, into something
which encouraged the active engagement of its young
viewers. Yet, far less has been made of the fact that Sesame
Street from the very start encouraged its young fans to
follow it across media platforms—from television to re-
cords, books, stuffed toys, public performances, feature
films, and much more. Certainly, the then-Children’s Televi-
sion Workshop’s steps in that direction were cautious, given
the anxieties many parents have about the commercializa-
tion of children’s culture. But, over time, much of the
American public came to embrace those experiments in
transmedia storytelling as part of what made Sesame Street image credit: Sesame Workshop
4

7. Part of what makes The Monster at the End of this Book so not want to exclude adults from the fun—reading books to-
compelling is that it is as reflexive about the nature of the gether across generations is perhaps the most powerful way
printed book as a medium as Sesame Street was about our to foster a deeper appreciation of the pleasures of reading.
experiences of watching and learning from television. Read- But, Sesame Street has always understood that children do
ing this book becomes a kind of play as children scream not enjoy equal opportunities to learn. Some children are
with a mixture of fear and delight as we turn each page, left on their own while their parents work long hours. Some
wondering when the scary monster is going to appear, only parents do not have good models for active reading with
to discover that it is “lovable furry old Grover” who is the their children and look for prompts that might allow them
monster we warmly welcome at the end of the book. Gro- to learn how to play and perform and speculate around the
ver tries to do everything he can to block us from turning printed page. The experience of an e-book version of The
the pages, from tying knots to constructing brick walls, from Monster at the End of this Book will ideally supplement and
begging to haranguing us, yet the desire to read overcomes scaffold the experience of reading the traditional picture
all of the walls he might try to erect. The children’s book book, not replace it, but it also adds a new layer to the ever
has long been a site for domestic performance, as parents expanding “supersystem” which constitutes the world of
and children alike try out different voices, make sound ef- Sesame Street. So does The Putamayo Kids Presents Sesame
fects, and respond with mock emotions, to the pictures on Street Playground, a CD/DVD set which shares with children
the page. songs from the many versions of the program which have
been localized to languages and cultures around the world,
This book had effects that go beyond the printed page: and video clips featuring the original casts in India, Mexico,
Grover emerged as an early fan favorite on Sesame Street Russia, or South Africa. And Sesame Street, the longest
as his personality took shape across platforms. When young street in the world, just keeps growing.
people pick up The Monster at the End of this Book, they
already know who Grover is, they know his back story, they Today, we might describe Sesame Street as a transmedia
understand his motivations, they identify with what he is experience—that concept did not exist in 1971 when The
feeling, and as a result, there is an immediacy about our Monster at the End of this Book was first published. Trans-
experience of this book. media is an idea that has come into sharper focus over the
past decade, having emerged from active conversations be-
Predictably enough, The Monster at the End of this Book tween academic researchers, creative artists, policy makers,
has in recent years evolved into a digital book, an interac- fan communities, anyone and everyone interested in the
tive experience children have on their iPad. We certainly do
5

8. future of entertainment and storytelling. Transmedia, by suggest how much he means to the larger Sesame Street
itself, means “across media” and it describes any number of community. Neither example builds on extensive narra-
possible relationships that might exist between the various tive information that must be remembered across differ-
texts that constitute a contemporary entertainment fran- ent texts—that would not necessarily be appropriate for
chise. Marsha Kinder (1991), a media scholar who has writ- younger viewers—but it does reward fans who apply what
ten extensively about children’s media, coined the term, they learned in one context to each new appearance of the
“transmedia,” to refer to the “entertainment supersystem” characters.
which had emerged around charac-
ters such as the Teenage Mutant Ninja In a hunting society, children learn by Each of these texts contributes
Turtles, the Muppet Babies, or the playing with bows and arrows. In an something to our knowledge of
Super Mario Brothers, as personali- this fictional realm, and each takes
ties and characters that move across
information society, they learn to play advantage of those things their
media platforms, encouraging their with information. respective medium does best. We
fans to follow them wherever they want the depiction of Oscar or
appeared. In my own work (Jenkins, 2006), I extended her Cookie Monster or the Count in a Sesame Street game to
concept to talk about transmedia storytelling, which refers be consistent with what we see on television, but we also
to the systematic unfolding of elements of a story world want the game to provide us with an interactive experience
across multiple media platforms, with each platform mak- that is only possible in digital media. By combining media
ing a unique and original contribution to the experience as with different affordances, we create a more layered enter-
a whole. tainment experience. Or at least, that’s the theory. A good
transmedia narrative uses these various cross-platform
The Monster at the End of the Book builds off what we know extensions to flesh out the world, to extend the timeline, to
of Grover on television but it creates a new kind of experi- deepen our familiarity with the characters, and to increase
ence that takes advantage of the distinctive affordances of our engagement.
the printed book, which is designed to be read aloud in the
child’s bedroom or playroom. The feature film Follow that With an educational property like Sesame Street, transme-
Bird (1985) expands upon the time we get to spend with Big dia does something else—it reinforces the learning both by
Bird while watching the television series in order to flesh encouraging us to reread and re-experience a particularly
out his backstory, situate him within a quest narrative, and pleasurable narrative (something, as we all know, kids are
often inclined to do with little or no adult encouragement)
6

9. and readers are invited to connect together pieces of infor- the sea, the universe beyond the Earth, the ancient world,
mation across multiple installments. In his book, The Tip- the people who live on the other side of the planet—which
ping Point, Malcolm Gladwell (2000) describes the original are central to our desired curriculum. Perhaps, the best way
Sesame Street as “sticky,” suggesting that young people be- to learn about them is to explore their stories, their envi-
come so drawn to its vivid characters that they keep coming ronments, across media platforms, much as we acquire a
back for more and in the process, these repeated encoun- deeper affection for Grover through repeated encounters.
ters reinforce what they learn from its curricular design.
Like any other kind of storytelling, transmedia is something
Transmedia encourages additive comprehension. We learn that can be done well or badly. You can be attentive to the
something new as we follow the story across media. This possibilities of expanding a story in new directions or you
distinguishes it from cross-media, which refers to the use of can simply slap a logo on something and pretend like it’s
these other media platforms as simple delivery mechanisms part of the same franchise. Transmedia can be enriching or
for the same old content. If we watch Sesame Street online exploitative, can be motivated by the crudest of economic
or on a DVD and change nothing else about the content, motives or shaped by the most cutting edge learning sci-
that’s cross-media. We might also distinguish transmedia ence. But, when transmedia is done well, it creates a deeply
from multimedia. Multimedia might use multiple kinds engaging, immersive experience, which multiplies the num-
of media—words, pictures, sounds, videos—which are ber of learning opportunities.
brought together in a single package: in the old days, there
might be a CD-ROM developed around Sesame Street, Young people do not simply consume transmedia narra-
where clicking a button opens us up to a range of different tives; rather, transmedia encourages playful participation.
kinds of media. In transmedia, there’s something power- In my book, Convergence Culture (2006), I talk about attrac-
ful about how the reader is incited to search out dispersed tors (things that draw together an audience) and activa-
content and reassemble it into a meaningful mental model. tors (elements which give the audience something to do,
especially in a network society, ways to interact with each
In a hunting society, children learn by playing with bows and other around the shared content). Narrative-inflected play
arrows. In an information society, they learn to play with in- is hardly new. Go back and reread the great children’s books
formation. That’s part of why we think transmedia learning of the 19th century. There’s Meg in Little Women develop-
is such a compelling concept. A science fiction writer has to ing a backyard game based on Pilgrim’s Progress. There’s
construct a world which can extend across media platforms, Tom Sawyer in Mark Twain’s novel pretending to be a pirate
but there already exist many rich worlds—the world under or Robin Hood. There’s Anne, she of the Green Gables, who
7

10. re-enacts the story of the Lady in the Lake. Each of these about or manipulating Grover, they become the monster––
books remind us that children before the era of mass media and again, that’s a valuable experience. The child psycholo-
actively engaged with stories told to them by adults and gist Bruno Bettelheim (1976) tells us that young people
transformed them into resources for their own creative need to read stories which acknowledge the monstrous,
play. In the 20th century, mass media displaced many tradi- because children know that they are not always good and
tional forms of storytelling, but children’s play with narra- they need resources for thinking through how they should
tive remained meaningful as a way of trying on adult roles respond to the things that frighten them in the real world.
and expanding core stories that matter to them. And this is
what this report means by transmedia play. Certainly, adults
have some legitimate worries about commercial media
“colonizing” their children’s imaginations, but keep in mind
that the human imagination feeds upon the culture around
it and children show enormous capacity to re-imagine the
stories that enter their lives.
Transmedia encourages this kind of creative reworking. The
scattered fragments of a transmedia story are like pieces
of a puzzle; they encourage curiosity, exploration, experi-
mentation, and problem solving. Transmedia’s process of
dispersal creates gaps that require our active speculation:
some call this negative capability. Transmedia processes
show us that there are more than one way to tell story, that
there is always more we can learn about the characters and So, there you have the core concepts of this report—trans-
their world, and that such insights encourage us to imagine media stories, transmedia play, transmedia learning. Put
aspects of these characters that have not yet made it to the them all together and something magical happens.
screen. Young people make these stories their own through
their active imaginations. The stuffed toy becomes their Transmedia is not the monster at the end of the book; it’s
avatar: they use it as a stand-in for some other powerful not something you need to be afraid of encountering. So
figure in their lives. For a short moment, as they are reading far, we know more about transmedia in entertainment and
branding contexts than in relation to learning. That’s not a
8

11. reason to take off running down the street. That’s a reason
for people who care deeply about insuring the most diverse
learning opportunities for our children to take transmedia
seriously, to try to understand how to link multiple media
together to create new pedagogical experiences, to be
ready to play together around the materials of a transme-
dia franchise, to invite children to explore what it means to
read a story across the borders and boundaries between
different texts and different media. This report offers some
rich exemplars of groups who are doing well by children
through their creation of powerful and transformative
transmedia experiences, and it offers some design princi-
ples so that educators and producers might generate more
meaningful, even mind blowing, transmedia experiences for
the coming generation.
9

12. Learning Through Transmedia Play
by Becky Herr-Stephenson and Meryl Alper with
Erin Reilly
In this report, we survey transmedia products and experi- complex connections between information, leading to
ences designed for children, focusing on products designed learning that is deeply meaningful.
for children ages 5 to 11. We are interested in how trans-
media can be a resource for learning through participation, Some transmedia experiences for children are designed
experimentation, expression and, in particular, through with learning objectives in mind; for others, learning is not
play. In the introduction, Henry Jenkins discusses the “play- an explicit goal. However, even without overt “educational
ful participation” encouraged by transmedia narratives. content,” transmedia offers numerous opportunities for
Through transmedia play, children explore, enjoy, and remix learning. The complex, interconnected, and dynamic narra-
elements from diverse media—for example, characters, tives and vibrant story worlds characteristic of transmedia
settings, and plot elements taken from books, television, provide fertile sites for children to explore, experiment, and
videos, toys, and new media. This “creative reworking” (in oftentimes contribute as story worlds unfold across media.
Jenkins’ terms) allows children to tell new stories, work The multi-modal, multi-sited nature of many transmedia
through problems, and share with others. productions challenge children to use varied textual, visual,
and media literacy skills to decode and remix media ele-
As we will discuss in more detail in later sections of the ments. In these ways, the active, ongoing, creative engage-
report, we believe that transmedia play has several charac- ment with complex stories required of participants in a
teristics that are highly supportive of learning. First, trans- transmedia play experience stands in contrast to the rou-
media play can support new approaches to reading across tine, decontextualized learning that, unfortunately, all too
media, helping children develop broad literacy skills neces- often characterizes children’s experiences in school.
sary to navigate a media-saturated society; second, trans-
media play can foster co-learning among children, peers, Transmedia, done well, can contribute to an immersive, re-
parents, and other adults through joint media engagement sponsive, learner-centered learning environment rich with
(Takeuchi & Stevens, 2011); and third, transmedia play can information and linked to children’s existing knowledge and
encourage learners to construct understanding and draw experiences. It can build upon what children already know
10

13. about playing games, telling stories, and sharing media. transmedia within the children’s media industry to the pres-
While transmedia does not have to privilege new media ence of producers who grew up in an age of “ubiquitous
technologies, leveraging new media in creative and acces- but discontinuous content… bouncing medium to medium,
sible ways in order to facilitate sharing and communication while longing for a connective thread” (2012, pp. 1-2). Now
among participants or to provide in positions of power in the indus-
frequent and personalized formative
The multi-modal, multi-sited nature of try with access to multiple new
feedback can be valuable for en- media tools and platforms, this new
hancing the learning environment. many transmedia productions challenge generation of producers can craft
We have carefully selected the ex- children to use varied textual, visual, the transmedia experiences they
amples and case studies presented and media literacy skills to decode and have long desired and imagined. As
later in this report to demonstrate remix media elements. Kleeman notes: “Suddenly, it seems,
both old- and new-media approach- the world of ‘transmedia’ isn’t just
es to transmedia play. Despite these a buzzword, or even necessary to
differences, we believe that all the examples demonstrate say [within the children’s media industry]. It has seeped into
how transmedia play acknowledges children’s cultural mainstream culture, not only surrounding the audience, but
participation, respects children’s thoughts and feelings, and coming from the audience” (2012, p. 2).
builds up and upon 21st century literacies.
Our second reason for considering relationships between
transmedia and learning is related to trends in education. It
Why transmedia and learning? is well documented that public schools in the U.S. are strug-
We have chosen to investigate transmedia and learning gling to keep up with their students’ needs—whether they
at this time for two reasons: First, although transmedia is are supplemental literacy supports for struggling readers or
not a new concept, it has in recent years become a regular enrichment activities for advanced students. Throughout
practice within the children’s media industry. As we will the United States, school districts are challenged to stretch
describe in later sections of this report, numerous children’s shrinking budgets; and, while changes to the No Child Left
media producers have been experimenting with transme- Behind (NCLB) Act have been authorized and implemented
dia narratives built around books, television programs, and in some states, the accountability movement that links
interactive media. David Kleeman, President of the Ameri- student performance on standardized tests to school fund-
can Center for Children and Media, attributes the rise of ing continues to trouble the climate in schools. Within this
11

14. context, many school districts are looking to media and opportunities, and empowerment for some marginalized
technology for solutions to provide additional support to groups (p. 12).
students, from instructional technologies such as interac-
tive white boards to school services such as online credit In the sections that follow, we explore a variety of transme-
recovery classes. In addition to the efforts from schools dia properties for children, looking at how children learn
themselves, numerous organizations have leveraged media and play with these media. We highlight five characteristics
and technology in creative ways to provide expanded learn- of transmedia play that make it useful for learning. We then
ing opportunities to students. Expanded learning includes present three core principles for designing transmedia play
informal learning experiences that take place in non-school
spaces such as afterschool programs, libraries, museums, or
online communities.
We believe that transmedia has the potential to be a valu-
able tool for expanded learning that addresses some of the
most pressing challenges facing education today. Through
immersive, interconnected, and dynamic narratives, trans-
media engages multiple literacies, including textual, visual,
and media literacies, as well as multiple intelligences. It
is highly engaging and allows for important social sharing
among collaborators. We see a strong connection between
transmedia play and the practices and settings conducive to
“connected learning,” a concept put forth by a MacArthur
Foundation-funded research network and defined as learn- experiences before presenting extended examples that
ing that is “socially embedded, interest-driven, and oriented support the principles. In the final section of the report, we
toward educational, economic, or political opportunity” sketch out a research and development agenda in this area.
(Ito et al., 2013, p. 4). Media use, production, and sharing First, however, we present a brief discussion covering the
are essential parts of connected learning. New media in basics of transmedia. We recognize that the interdisciplin-
particular are thought to support engagement, self-expres- ary nature of transmedia, as well as the enthusiasm with
sion, social support for interests, access to unique learning which it has been adopted by different sectors, has poten-
tial to create confusion through differences in language and
12

15. grounding theories. For this reason, we wish to present the of delivery than about the process by which audiences and
origins, key terms, and logics of transmedia that shape this producers shape content and negotiate meanings. Multi-
report. media emphasizes the number of different types of expres-
sion used within a given project, while transmedia focuses
on the way a project is dispersed across multiple media
Origins of Transmedia: Key Terms and Logics
platforms without privileging one combination of media
Multiple theoretical principles and historical precedents platforms over another. Multimedia is separate too from
have formed the foundation for contemporary conversa- the idea of “multimodality,” or a range of possible modes of
tions about transmedia. The word “transmedia” on its expression across various systems of representation (Kress,
own simply means “across media.” Different scholars have 2003).
focused on “intertextuality,” or ways that media cross be-
tween boundaries. Cinema scholar Marsha Kinder (1991) For a work to be a transmedia story, the storytelling process
first wrote about “transmedia intertextuality” in the late needs to combine multimodality with radical intertextual-
1980s, defining it as “the intertextual relations between ity. For example, one way of combining radical intertextual-
television and cinema as compatible members of the same ity with multimodality would be the characters, plots, and
ever-expanding supersystem of mass entertainment” events dispersed across multiple comic book titles, mov-
(p. 40). Literary critic Julia Kristeva (1986) also discusses ies, and TV series within the DC or Marvel universes. Each
media and intertextuality, using “intertextuality writ large” medium has a different range of possible affordances and
to describe the uncoordinated but complex relationships different constraints around what kind of transmedia story
between texts that influence and reference one another. can be told across it (Dena, 2009; Gomez, 2010). This way of
Jenkins (2011) explores what he terms “radical intertextuali- distinguishing transmedia from other modes of storytelling
ty,” or “a movement across texts or across textual structures emphasizes that networks of people (e.g., audiences and
within the same medium.” producers, individually and collaboratively), technology, and
institutions all have the potential power to influence the
Those who use the term transmedia to describe their work stories we consume, create, and share using media.
sometimes use it interchangeably with “multimedia” or
“cross-platform.” While these terms describe related con- Historically, transmedia entertainment is not a new industry
cepts, using them as synonyms elides important differences. development, despite its recent official recognition by the
As a concept, cross-platform tells us more about the means Producers Guild of America (“PGA Board”, 2010). The idea
of a fictional franchise existing across multiple platforms is
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16. fairly old. For example, modern serialized “webisodes” on logics might include transmedia branding, transmedia activ-
the Internet have generic roots in newspapers and maga- ism, transmedia ritual, or transmedia play.
zines through the unfolding fictional narratives of Charles
Dickens in the 19th century (Hayward, 1997). The ways Transmedia storytelling (Jenkins, 2006) is, at the time of
these narratives unfold, however, has evolved over time. this writing, the most robustly theorized logic of transme-
“Old” media and established ways of audiences engaging dia. Transmedia stories are, at their most basic level, nar-
with media are not being displaced by the introduction of ratives experienced across multiple media. Jenkins (2007)
new media platforms, as expressed in the digital revolution defines transmedia storytelling as “a process where integral
paradigm of the 1990s (Negroponte, elements of a fiction get dispersed
1995). Instead, the function and Through immersive, interconnected, systematically across multiple de-
status of older platforms continually livery channels for the purpose of
shift (Gitelman, 2006), as articulated
and dynamic narratives, transmedia creating a unified and coordinated
by the concept of “convergence engages multiple literacies, including entertainment experience.” The
culture” (Jenkins, 2006). These textual, visual, and media literacies, as specific properties of each me-
shifts are partly possible because of well as multiple intelligences. dium—from television to websites
the interconnectivity, layering, and to social media—are leveraged to
diversification of networked com- shape the way in which the story
munication. New media has not brought about transmedia unfolds. For example, books and television episodes are
practices, but it has certainly enhanced the circulation or useful for conveying large amounts of information about a
“spreadability” of content at all levels of culture (Jenkins, story’s plot and characters, while websites make it possible
Ford, & Green, 2013). for producers and users to add on to the story in an ongoing
and time-sensitive manner. Websites and social media fur-
ther provide places for users to connect, discuss, and share
Transmedia Logics fan-made media. In a well-designed and executed transme-
There are different “transmedia logics” shaping conver- dia property, there is a careful balance of new and repeated
gence culture, or ways to think about the flow of content, information across mediums.
information, and knowledge across media (Jenkins, 2011).
These flexible strategies are leveraged by producers and Transmedia play is a related but distinct concept from trans-
consumers alike to shape mediated experiences. Some such media storytelling in that it involves experimentation with
and participation in a transmedia experience; but it also
14

17. applies to media that has no storyline, such as open-ended ity for interacting with the narrative. As we will discuss in a
videogames. Within the logic of transmedia play, play is future section of this report, children as young as preschool
approached not as a frivolous activity, but as a meaningful are included in initiatives to create transmedia for learning.
and important mode of interacting in the world. This way Transmedia for children similarly reflects beliefs about who
of understanding play is aligned with its definition as a new children are and what they can do. In particular, when we
media literacy: “the capacity to experiment with the sur- think about transmedia experiences that support learning
roundings as a form of problem solving” (Jenkins Clinton, (either by design or incidentally), we see a construction of
Purushotma, Robinson, & Weigel, 2006, p. 35). Writing the child audience as being made up of interactive, con-
about young children’s play, Vivian Paley (1990), noted that
“there is a tendency to look upon the noisy, repetitious fan-
tasies of children as non-educational, but helicopters and
kittens and superhero capes and Barbie dolls are storytell-
ing aids and conversational tools (p. 39). For children grow-
ing up amidst convergence culture, transmedia experiences
can provide rich sites for exploring, enacting, and learning
through imaginative and productive play.
Transmedia for Children
Transmedia storytelling and play assume an active audience
capable of demonstrating new media literacies—the techni-
cal and social skills Jenkins et al. (2006) have identified as
essential to taking part in participatory cultures. New media nected, interest-driven learners (Dickson, 2012a; Michael
literacies differ from “traditional” literacies—reading and Cohen Group, 2012; Pasnik et al., 2011). This notion of the
writing—placing increased value on visual, oral, and aural (inter)active child user is consistent with new models of
communication as well as on performance, experimenta- childhood that posit the child as an agent who has rights
tion, and play. The relationship users have to transmedia and needs, rather than a “work in progress” becoming
experiences is at least partly bounded by the beliefs of an adult (at which time s/he will have rights and needs)
media producers about the audience’s ability and capac- (James, Jenks, & Prout, 1998; James & Prout, 1997). Impor-
15

18. tantly, new models of childhood position children as “active inexorably linked to consumer culture.
participant[s] in, and impacting upon, a wider social world”
(Marsh, 2010, p. 13) from an early age. Such constructions Such concerns have not receded in the era of transme-
have supported an understanding of media as an important dia. Transmedia requires access to multiple media–often
resource in addressing concerns about children’s academic accenting the problem of the participation gap (that is,
achievement and preparation for future work and civic par- inequalities in terms of access to resources and opportuni-
ticipation (U.S. Department of Education, 2010). ties for participation in the new media landscape). Further,
transmedia asks users to immerse themselves in the story,
The children’s media industry has long focused on ways to removing critical distance in favor of “immersive aesthet-
reach audiences through multiple channels and has main- ics” and “pervasive fiction” (Dena, 2004; McGonigal, 2003),
tained a commitment to creating learning opportunities both of which may be seen as positioning viewers in a
within the different media that children access. One might particularly vulnerable position. Early attempts at trans-
trace the historical antecedents of transmedia for children media, which mainly involved reusing the same media on
to the period following World War II, during which factors different platforms, contribute to ideas about transmedia as
such as free market capitalism, the influx of modern domes- overly commercialized and without much other benefit. As
tic conveniences, and the availability of affordable mass- Brenda Laurel (2001), a key figure in the digital arena in the
produced goods in the U.S. altered the amount and type of 1990s and founder of girls’ software company Purple Moon,
cultural materials available to children, particularly paper- writes:
back books, board games, and other toys (Jenkins, 1998).
[T]he transmedia process has thus far consisted
The array of media and products associated with transme- of repurposing content from one medium for an-
other—film to TV, comics to film, dolls and toys
dia properties may bring to mind the “program length com-
to videogames, movies to dolls and toys, or mov-
mercials” (animated programs produced to sell toys) that ies to the Web. In a transmedia world, where
dominated Saturday morning television in the United States you know from the start that you want to pro-
throughout the 1980s. In Playing with Power, Kinder ac- duce content that will appear across several
knowledges that these shows helped children “to recognize, media types and delivery devices, repurposing
is an inelegant and inefficient solution (p. 82).
distinguish, and combine different popular genres and their
respective iconography that cut across movies, television,
An alternative to repurposing content that is better aligned
comic books, commercials, video games, and toys” (p. 47),
with transmedia is what Mizuko Ito has called “media mix”
but expresses concern that this cognitive development was
16

19. (Ito, 2008). Ito uses this term to describe “a synergistic program experience has been enhanced by a transmedia
relationship between multiple media formats, particularly story The Adventures of the Electric Company on Prankster
animation, comics, video games, and trading card games” Planet, a serial animated adventure that unfolds across tele-
(p. 403) that she has observed to be particularly strong in vision, and online comics, games, and videos. Each piece
Japanese children’s media. Japanese media mixes open of the transmedia story supports a math curriculum while
up story worlds and invite different types of participation. making unique contributions to the experience of the story.
Using Pokémon as an example, Ito describes how children Prankster Planet is credited with increasing traffic to the
can “look to the television anime for character and back- Electric Company website by 432% in 2011 with nearly 3.2
story, create their own trajectories through the content million visits and 900,000 unique visitors (Dickson, 2012b).
through video games and trading card play, and go to the
Internet to exchange information...” (p. 403). Transmedia remains a hotly debated topic in the children’s
media industry; some producers have invested heavily in its
Laurel (2001) points to a need for children’s media produc- abilities to engage and communicate with audiences while
ers, designers, and researchers to develop “a methodology others think it is no more than a buzzword (Getzler, 2011).
for creating core content that can be shaped with equal Despite this debate, examples of significant investment in
ease and effectiveness for myriad devices and context, in- transmedia as a strategy for supporting learning through
cluding ones that haven’t been invented yet” (p. 84). Some media exist. In the next section, we describe a multi-million
producers, both in the U.S. and internationally, have taken dollar transmedia initiative sponsored by the U.S. Depart-
this challenge to heart, such as the German program Ene ment of Education. This initiative provides significant sup-
Mene Bu (And It’s Up to You) from Der Kinderkanal ARD/ZDF port (financial and symbolic) to the project of educational
(KIKA). Ene Mene Bu is a television show for preschoolers transmedia.
where young children show viewers how they draw, craft,
build, and play. The program also collects images of viewers’
artwork through its online site and incorporates selected
Ready to Learn Transmedia Initiative
artwork into the show’s graphics. In 2010, the U.S. Department of Education awarded three
grants through its Ready to Learn program to support the
Evidence of the value of experimenting with new methods development and evaluation of transmedia properties for
for storytelling can be seen in Sesame Workshop’s dynamic children ages 2-8. The three grants were awarded to sup-
re-launch of the literacy-focused series The Electric Com- port organizations creating transmedia properties that
pany. Beginning with the show’s third season, the television
17

20. integrate math and literacy curricula for young children. The as well as formative and summative research reports from
projects, funded through 2015, include: Expanded Learning the project’s evaluators. In addition to the online site, CPB/
through Transmedia Content, conducted through a partner- PBS has partnered with 11 public television stations across
ship between the Corporation for Public Broadcasting (CPB) the country. As demonstration sites for the project, these
and the Public Broadcasting Service (PBS); Project LAMP stations will work to introduce local communities to the
(The Learning Apps Media Partnership), run by the Hispanic transmedia content through outreach and public awareness
Information and Telecommunications Network, Inc. (HITN); campaigns, as well as train caregivers and teachers on its
and UMIGO (yoU Make It GO), created by Window to the use.
World Communications, Inc. (WTTW).
Similarly, Project LAMP focuses transmedia storytelling in
Each of these projects takes a different approach to provid- new and existing properties. This project aims to produce
ing cross-platform media content to child audiences. For open educational resources available through a variety of
example, Expanded Learning through Transmedia Content platforms from books to television, with an emphasis on
has supported development of mobile applications. Again, the math
PBS Kids Lab, a website featuring and literacy curricula are an impor-
“suites” of cross-platform games
Harry Potter and The 39 Clues are tant part of the transmedia stories
designed for play on computers, intensive social reading experiences. in this project, providing a particular
various mobile devices, and smart For many, reading also involves type of story to guide users as they
boards. The suites of games are participating by creating and circulating navigate across media platforms.
built around popular characters media or information, making
from PBS Kids programs such as Whereas Expanded Learning through
Curious George and Dinosaur Train
connections between elements of the Transmedia Content and Project
and allow children to play with the story found in different media, and LAMP focus on transmedia storytell-
same characters and story worlds collaborating with other readers. ing—following characters across
across devices. The suites are also platforms and expanding story
linked by math and literacy curriculum, and accompanied worlds, UMIGO emphasizes trans-
by suggested activities for home, school, and out-of-school media play, a concept we will explore in greater depth in
settings. These suites are bundled with tools for tracking the next section of this report. Key to UMIGO’s transmedia
learning and modeling content for use in the classroom, play approach is the way in which stories unfold hand-in-
hand with opportunities for children to explore, build, and
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21. tinker with digital and physical objects. Tinkering tasks from • Transmedia play can promote new approaches to
designing clothing to creating musical mashups are linked reading
to an early math curriculum. All three projects emphasize
outreach through community organizations. This is accom- In order to take part in a transmedia play experience,
plished through partnerships with children’s museums and children must learn to read both written and multimedia
public television stations across the country. texts broadly (across multiple media) and deeply (digging
into details of the narrative). This kind of reading has been
The Ready to Learn grants provide important support to described as “transmedia navigation” or “the ability to
theories about the value of transmedia for learning. Fur- follow the flow of stories and information across multiple
ther, the grants call attention to the needs of low-income modalities” within the context of the new media literacies
children and English language learners—children who are (Jenkins et al., 2006, p. 4). Dresang (1999) has noted
not the target audiences for other high-tech transmedia ex- changes to print books themselves in reaction to the
periences. The projects appear to straddle the line between new demands and pleasures of reading new media. She
cross-platform and transmedia content. As the content rolls describes such books as “Radical Change” books—print
out across media formats and demonstration sites, the suc- books influenced by digital age aesthetics and logics.
cess of the projects as transmedia storytelling and transme- For example, these books may tell stories in a non-linear
dia play experiences should become more apparent. manner or may feature narratives with multiple layers
of meaning. More recently, Jenkins (2009) has discussed
the concepts of “spreadability” and “drillability” as
Thinking Seriously about Transmedia Play
important features of transmedia texts. In order to
The evaluations and research poised to come out of the navigate transmedia stories, children must learn to cope
Ready to Learn transmedia projects will meet a need for with spreadability by learning to scan different media to
empirical data about the roles that transmedia might play in collect bits of a distributed narrative. Drillability requires
learning. Currently, very little of this type of evidence exists that a child learn research techniques and skills for
(Fisch, Lesh, Motoki, Crespo, & Melfi, 2011). However, in comprehending complex narratives. Both spreadability
reviewing numerous children’s media properties and the and drillability leave room for readers to contribute to the
existing popular and scholarly literature about transmedia unfolding narrative (Jenkins, 2009).
and children, we have identified the following ideas about
transmedia play and learning:
19

22. In 2011, Scholastic and Ruckus Media announced a fandom,” or in-depth research and theory-building around
partnership to create a children’s transmedia imprint the story. Potter fans also have contributed to building
that will publish children’s books across print, e-book, the transmedia story by creating music, videos, art, and
and enhanced e-book platforms (“Scholastic and Ruckus podcasts; by writing and publishing fan fiction as well
Media”, 2011). This is certainly not Scholastic’s first as scholarly papers and books; by hosting conferences
foray into the world of transmedia. Indeed, several of and performances; and by creating organizations like
the publisher’s top titles for children in the 5-to-11 age the Harry Potter Alliance (HPA). The HPA works online,
range are examples of transmedia storytelling. This is in local communities, and in conjunction with schools
certainly not Scholastic’s first foray into the world of
transmedia. Indeed, several of the publisher’s top titles
for children in the five to eleven age range are examples
of transmedia storytelling. The Harry Potter series and The
39 Clues series are two particularly interesting transmedia
examples, in part because of their very different
approaches to transmedia storytelling.
Although not initially conceived as a transmedia
experience, the Harry Potter franchise provides a strong
example of transmedia storytelling. The seven books in
the Potter series act as a “mothership” for a transmedia
property that extends to films, music, toys, clothing, food
items, video games, mobile apps, a theme park, museum
exhibits, and ancillary books. Reading the Potter books and community organizations to incite action around
is, for many, just one part of the experience. In addition social justice issues. Through all of these extensions,
to these many official extensions, a vibrant and prolific the transmedia world of Harry Potter is expanded and
fandom has developed over the 15 or so years since enriched. Although not every Harry Potter reader engages
the first installment of Harry’s story hit bookshelves. with all of the transmedia elements of the story, it has
During the wait between books, Potter fans showed become nearly impossible to experience Potter as “just”
their acumen at what Jason Mittell (2009) calls “forensic a book series. Navigating the many extensions to the
20

23. narrative and storyworld—including places where the characteristics of the series that contribute to its strength
Wizarding World and “real” world meet—is an integral as a transmedia property are the series’ multiple authors,
part of reading Harry Potter. which include many well-known young adult authors
with distinct styles. This situates the books within a
Scholastic’s The 39 Clues series was from its inception larger context of children’s/young adult literature and
designed as a children’s transmedia experience. The 39 contributes to the ways in which the stories can be
Clues currently includes two series of books: 12 books interpreted. The series also incorporates important
in the original 39 Clues series and six books (so far) in a historical figures from around the world—from Benjamin
spinoff series called Cahills vs. Vespers. The books tell the Franklin to Anastasia Romanov, adding to the story’s
story of Amy and Dan Cahill, tween-aged orphans who sense of alternate reality.
join in their family’s long-standing hunt for the 39 Clues.
Although the books are the basis of the property, reading Both Harry Potter and The 39 Clues are intensive social
the series involves also engaging with a number of game- reading experiences. For many, reading also involves
like elements of the story, including finding collectable participating by creating and circulating media or
cards and participating in an ongoing interactive game information, making connections between elements of
on the39clues.com. The collectable cards contain clues the story found in different media, and collaborating
related to the narrative in the books; readers must with other readers. These four Cs (creating, circulating,
log their cards on the website to track clues and earn connecting, and collaborating) have been identified
additional cards. The online game is a role-playing game/ as important functions of participatory culture (Reilly,
alternate reality game in which users participate as a Vartabedian, Felt, & Jenkins, 2012).
member of one branch of the warring Cahill family and
compete with other user-populated families to collect
clues. Taking part in the clue hunt by collecting cards • Transmedia play can encourage learning through joint
and participating in the online game are not just nice media engagement
enhancements to the story; they are essential to the
active reading experience designed into The 39 Clues. The complex narratives, rich worlds, and multiple
points of entry characteristic of transmedia experiences
Further expanding the transmedia experience of The can provide opportunities for families to experience
39 Clues is a forthcoming movie, which will likely be transmedia together. Previous research from the Joan
accompanied by new licensed products. Other unique
21

24. Ganz Cooney Center has investigated “joint media or reading ancillary books. In these ways, both mother
engagement,” an expansion of the concept of co-viewing and child are able to share in the transmedia experience
television to include multiple new media platforms of Star Wars in ways that are appropriate to their
(Stevens & Penuel, 2010). Authors Takeuchi and Stevens comprehension level and that maximize their enjoyment
(2011) have identified characteristics, challenges, and of the story.
design strategies related to productive joint media
engagement. As they describe, experiences designed for Other characteristics of joint media engagement such
productive joint media engagement “can result in deeper as dialogic inquiry— “collaborating with others to make
understanding, inspiration, greater fluency, and physical, meaning of situations” (p. 43)—and co-creation—making
emotional, or mental wellbeing than others” (p. 43). media, physical artifacts, or shared understandings—also
The idea of productive engagement with media, as well apply to transmedia experiences. The three case studies
as a number of the characteristics and design principles appearing later in this report are excellent examples of
presented in Takeuchi and Stevens’ report, are salient to these characteristics as well as of what Takeuchi and
transmedia. Stevens call “intention to develop” —an orientation toward
media use in which “at least one partner intends for herself
For example, joint media engagement involves mutual or a partner to grow through the activity” (p. 44).
engagement—meaning something in the experience
appeals to the diverse partners involved. As Takeuchi and
Stevens note: “Neither partner is bored nor participates • Transmedia play can support constructivist learning
out of sheer obligation to the other” (p. 43). Transmedia goals
with multigenerational appeal, for example, Star Wars,
exemplifies this principle. The broad transmedia narrative Transmedia play involves exploration, experimentation,
and linked extensions offer multiple opportunities for and remix, all activities that are firmly aligned with a
users to enter the story and to experience it in ways that constructivist approach to learning (e.g. Bruner, 1990;
are interesting and engaging to them. For example, a child Piaget, 1985; Vygotsky, 1978) that emphasizes the
may engage with Star Wars through LEGOs or other toys, active role of the learner in creating knowledge by
while her mother is drawn to online fandom practices working to make connections among information in a
such as writing fan fiction. Conjunctive points of their specific context. Constructivist learning theory has been
participation might exist around watching the movies influential in much research on digital media and learning,
22

25. which has highlighted the importance of experience and Learning to Play with Information
active participation in learning activities. An important
part of the construction of knowledge is communicating Years of research in developmental psychology have high-
one’s ideas and understandings; this is what takes it from lighted different aspects of play that contribute to children’s
being an individual to social process, thus facilitating healthy development. In Play, Dreams, and Imitation in
additional connections and deeper understanding. Childhood (1962), Jean Piaget distinguished between play
and imitation, describing play as “primarily mere functional
Good transmedia experiences scaffold children’s or reproductive assimilation,” meaning that a child plays
participation—supporting them through tasks such as without thought to how her/his play fits with reality. For
asking and answering questions, making connections example, a block can be used as an airplane without having
between information, creating media, and sharing to adhere to laws of gravity or aerodynamics. Piaget distin-
creations with others. Such activities, in and of guishes play from “objective thought,” a hallmark of adult
themselves, are examples of constructivist learning. cognition, “which seeks to adapt itself to the requirements
When designed with specific constructivist practices of external reality” (p. 87).
in mind—for example, providing learners with highly
relevant, real-world experiences, emphasizing multiple Whereas play (and especially imaginative play) aligns with
realities and perspectives, or fostering collaboration and the process of assimilation, imitation aligns with accom-
co-construction of meaning—transmedia play can be a modation. When a child recreates activities from real life,
transformative learning experience. As Laura Fleming, making an effort to portray them accurately, s/he is working
library media specialist and advisor to the transmedia to change the way s/he thinks about the world. Imitating
project Inanimate Alice, notes, such actions “shift the a parent kicking a ball while playing soccer or mimicking a
locus of control in learning firmly away from the teacher media character’s speech or actions are examples of accom-
towards the learner…” thus “morph[ing] the concept modation. Learning, according to Piaget, happens as chil-
of StoryWorld familiar to transmedia producers, into dren work toward achieving equilibrium between assimila-
something that is powerful for learning in the digital tion and accommodation.
age, the Transmedia Learning World (TLW)” (2012, p. 1).
Lev Vygotsky (1978) emphasized play as a tool for practicing
The case studies presented later in this report exemplify
behaviors. Importantly, Vygotsky highlighted the value of
Transmedia Learning Worlds.
play in helping children develop abstract thinking by sepa-
rating thought and action. Pretend play is especially good
for the development of abstract thinking, as children must
23

26. learn to reconcile competing realities. As Tsao (2002) sum- • Constructive play involves manipulating objects,
marizes: building, and designing
Thinking and acting are no longer simultaneous; • Games with rules show a child’s progression from
behaviors are no longer driven by objects, but an egocentric understanding of the world to
rather by children’s thinking. By exercising their
social play.
minds through different play behaviors, children
become capable of using high-level mental func-
tions (i.e. abstract thinking) to manipulate and Children’s play rarely is restricted to any one of the above
monitor thoughts and ideas without direct and categories; indeed, children engage in different genres of
immediate reference to the real world. Therefore, play depending on the circumstances (e.g., locations, play
play can be an important educational strategy for partners) and resources (e.g., toys, stories) available.
facilitating children’s development in cognitive, so-
cial/emotional, motor and language areas (p. 231).
When playing in transmedia universes, people manipulate
the different forms of media available across platforms,
The child development literature highlights social and
“collecting” the pieces of a narrative—plots, characters, set-
cognitive elements that categorize play. In terms of social
tings, and so on—distributed through transmedia storytell-
interaction, play can be solitary, parallel, or social. Solitary
ing and world building. People employ these pieces in new
play happens throughout childhood. Parallel play, in which
ways and/or explore and experiment in non-narrative but
children play near but not with one another, is typical of
alternatively linked cross-platform spaces. For many chil-
toddlers. Social play tends to emerge during the preschool
dren, this kind of “mixing and matching” of media is not a
years for typically-developing children.
new mode of play; indeed, researchers have long noted the
There are also distinct cognitive characteristics of play: appropriation of media elements in children’s play (Dyson,
1997; Kinder, 1999; Paley, 2005; Seiter, 1993). As children
• Sensorimotor play includes play and exploration remix media properties through imaginative play, tinkering,
with objects (movement, banging, shaking, etc.) experimentation, and creative expression, creating their
own rules for how media may be used, they push on the
• Pretend play includes socio-dramatic play boundaries defined by institutions and media companies.
wherein children act out roles and try on
identities
24

27. Writing about young readers (age 8-12) of popular (or Taking a more critical view, Stephen Kline (1993) notes char-
“branded”) fiction, Sekeres (2009) describes an “interplay” acter play with television characters as a phenomenon that
between the real and the story world: is frequently co-opted by marketers in order to sell more
toys:
The tween reader of branded fiction may see, hear,
write, and, through tangible toy products like action In character play the mental processes of “expres-
figures or dolls, manipulate the market child—the sion” (entailed in the creative encoding which takes
virtual character imagined through the consump- place in a child’s play enactments) and “interpre-
tion of multiple products associated with a brand— tation” (the application of social knowledge and
in ways that expand the imaginative potential of media grammar which allows a child to understand
the character. When tweens interact with other television fiction) must be brought into alignment.
products in the brand and with other real children The activities of watching television and playing
in an imaginary or virtual world, their imaginary with toys have thus become mutually reinforc-
interplay expands, changes, and codifies storylines ing: television feeds the child’s social imagination
and interpretations of the market child. (p. 403) with knowledge about fictive social universes that
only a particular toy can make available for simu-
The three processes noted in this quotation—expanding, lated play enactment. The synergy created between
changing, and codifying—are significant to transmedia play, television and toys through their merger within a
as they represent different modes of participation across single narrative universe links these separate do-
mains of expressive and interpretive experience
media. Just as non-media-based play involves different through a common structure of fantasy (p. 323).
modes of participation (e.g. pretend play versus sensorimo-
tor/active play), transmedia play offers multiple opportuni- Kline’s concern is that children’s play with television charac-
ties to experiment with and participate in a transmedia ex- ters may be circumscribed by their understandings of televi-
perience. In this way, transmedia play reflects the definition sion narrative—that is, that television will draw boundaries
of play put forth as one of the new media literacies: “the for children’s creative play. This is a reasonable concern, as
capacity to experiment with one’s surroundings as a form of television (like all media) is a mix of open texts (allowing
problem solving” (Jenkins et al., 2006, p. 24). multiple interpretations) and closed ones (leading readers
to a single interpretation) (Eco, 1979). Good transmedia
experiences, we argue, primarily consist of open texts, thus
creating myriad opportunities to play.
25

28. A nice example of open-ended transmedia play can be seen Understanding the characteristics of transmedia play and
in the example of Minecraft, a transmedia experience that the ways in which it fits within the context of children’s play
is quickly growing in popularity among children and adults experiences more broadly is one way to give play the atten-
alike. Markus Persson, a developer with the Swedish inde- tion it needs and deserves. In the next section of this report,
pendent game development studio Mojang, created the we describe a working set of principles for educators and
game in 2009. As of November 2012, the game boasted 8 producers to consider when building meaningful transmedia
million downloads for PC. Minecraft is, first and foremost, play experiences.
an open-ended video game that challenges players to build
with virtual blocks. Currently, users can build with 153 differ-
ent kinds of blocks; some are “naturally occurring” within the
Minecraft world, while others are created during gameplay
(“Blocks”, n.d.). Each block has different characteristics and
features. For example, stone blocks can be used to construct
buildings or pathways, while note blocks allow the user to
compose music in-game. Discovering, researching, gathering,
and experimenting with different kinds of blocks, involves
developing and leveraging knowledge of the “natural” prop-
erties of these resources within the world of Minecraft. It
also involves reaching out to various other media resources,
including online videos, wikis, and other websites, to learn
from other players’ experiences. All of these activities can
be described as “tinkering,” casual experimentation with the
intention of learning how something works and/or repairing
it; tinkering has been found to be a useful mode for learning
in formal and informal learning spaces (Kafai & Peppler, 2011;
Guzzetti, Elliot, & Welsch, 2010).
26

29. Transmedia play is:
Mobile
Mobility in transmedia play means a num- Rich worlds that invite exploration, characters that require analy-
ber of things: use of mobile technologies; sis, and clues that need investigation all contribute to replayabil-
movement between platforms, media, ity.
and setting; and causing movement within media themselves. By
linking stories together across platforms, transmedia storytelling
encourages children’s media producers to consider formats other Resourceful
than the 11-minute television episode. The remix, appropriation, As we have described in earlier sections of
and tinkering characteristic of transmedia play similarly pushes this report, transmedia requires participa-
industry creators to consider how children are moving stories, tion that is different from that required by
characters, merchandise, and other aspects of a media product more traditional media. Transmedia consumers are expected to
between platforms in order to create new meanings. be active and motivated, skilled in new media literacies, and able
to access and navigate ubiquitous connections to networked,
convergent media. Another related characteristic is resourceful-
Accessible ness, which we define in the context of transmedia play as a
The cross-platform nature of many trans- quality that combines the ability to act with/react to diverse,
media experiences gives them a high challenging situations by thinking creatively about solutions that
potential for accessibility. People can jump leverage any and all available tools and materials, even if that
in to play with transmedia from a variety of starting points and means pulling from somewhere else or repurposing items.
can define a trajectory that takes into account their own unique
context and access. Accessibility in transmedia play also means
that some experiences become memorable moments that can be Social
accessed in future play. Salient and memorable transmedia experi- Transmedia play generally happens in con-
ences can be a valuable resource for learning. versation with others. Other players may
be co-located, or linked through media/
technology, as in the case of social media, online communities, or
Replayable massively multiplayer online (MMO) games.
Many transmedia experiences are large-
scale and unfold over time, leading to high
potential for replayability as the story is
revealed and revisited. Indeed some transmedia experiences are
so intensive that they require multiple “visits” or interactions.
27

30. Building Transmedia Play Experiences
Play Partners Places To Play Paradigm-shifting Play
28

31. Aligned with the Joan Ganz Cooney Center’s mission to Creative Director, Erin Reilly and advised by USC Annenberg
study the relationship between digital media and the devel- Professor Henry Jenkins. This design guide also incorporates
opmental needs of children ages 5 to 11, our suggestions our experiences discussing transmedia storytelling, play,
for building transmedia play experiences target this age and performance with scholars, researchers, educators, and
range, itself quite diverse. The guiding principles below may children’s media industry professionals at various children’s
also be a useful starting point for those designing trans- media and transmedia conferences and meetings.
media play experiences for older or younger groups. Our
principles are summarized by three core themes: We believe that children have much to add to the process
of developing exciting and personally meaningful trans-
1. Play Partners Relationships between producers media play experiences. Young people can contribute to
and audiences; conditions for people engaging in the socio-technological design process in many valuable
transmedia play together ways through a variety of age-appropriate methods (Druin,
1999). More work must be done to develop and refine best
2. Places to Play Metaphorically, meaning places practices for supporting children’s roles as users, testers,
within a transmedia “universe”; and physically, informants, and design partners (Druin, 2002) at the inter-
the environments within which children section of participatory culture, participatory learning, and
participate in transmedia play participatory design.
3. Paradigm-shifting Play Or “pattern-shifting What follows is not intended to be complete or compre-
play”—modifying pre-existing concepts and hensive, but a work-in-progress to which we invite further
routines to maximize the lasting positive impact reflection and refinement. Not all of these design principles
of children’s transmedia play must be present in a children’s transmedia play experience
for learning to occur. However, each component focuses
These principles emerged from the authors’ various experi- on an important part of the process of making a media text
ences researching and developing experimental, small-scale “transmediated” and the challenges in producing a trans-
transmedia play experiences. For nearly two years, we had media play experience whose “final product” will continu-
a regular series of discussions about the relationship be- ally evolve in the minds, hands, and hearts of audiences.
tween transmedia and learning as part of the USC Annen-
berg Innovation Lab’s Children, Youth, and Media Research-
Design Track, led by the Annenberg Innovation Lab’s
29

32. Play Partners • Together isn’t always better. While collaboration
is important and transmedia play is generally a social
• Flexible contracts. Adults and children entering activity, some children may feel more comfortable
into collaborative transmedia projects together setting boundaries and engaging in peripheral,
start off inherently in different positions of power. parallel, or solitary transmedia play. Spending time
It can be tricky to navigate from consulting children with a rich transmedia world doesn’t necessarily need
to involving children more deeply in design without to involve partners or parents. Children frequently
tipping the scales and overburdening them. imagine partners for their play (with tea parties as
Beginning a project with a contract—but one with a classic example); participation in fandom can be a
wiggle room—opens up possibilities for youth-led next step in imaginary play, with children imagining
actions, shared decision making, and partnerships possible publics with whom they might engage.
with adults while balancing children’s needs for
scaffolding and safety.
• Sharing transmedia. Kids, often very organically
come up with conditions for playing together and
sharing, particularly when using popular culture
material (e.g., favorite characters, toys, songs) as
the basis for play. While children may sometimes
act in the interest of the group and with a notion
of shared ownership (both online and offline), joint
media engagement also necessitates children being
able to identify “that’s mine” and “that’s yours.”
Issues around individual and collective ownership,
consumption, creation, and circulation of media
might also raise issues around what traces children
leave behind in this process (again, both online and
offline).
30

33. Places to Play
• Environment as third teacher. While teachers and • Accessible play places. In both online and offline
families are children’s primary mentors early in their play, it is important not only to make the content of
lives, the thoughtful arrangement of physical space transmedia play experiences accessible for children
around a child and around her/his use of media (both of all abilities, but also to provide a variety of low and
at home and school) can provoke new ways of looking high tech tools that enable participation, creation, and
at the world (Caldwell, 1997). Consider how the contribution (Alper, Hourcade, & Gilutz, 2012). Make
physical environment might impact the effectiveness space for difference in participation online and offline
of learning through transmedia play in formal and spaces, including grade-level differences, a range of
informal educational settings. Also consider how linguistic backgrounds, and budgetary constraints on
transmedia play might pop up in unexpected places schools, families, and communities.
(e.g., see Caine’s Arcade, below).
• Mobility matters. Designers of transmedia play
• Strategic mix of positive and negative space. experiences should be aware of how people spend
More participatory transmedia properties build time with media—and if that time is on the go or
rich worlds for audiences to explore, but minimally spent in a fixed location. In the Joan Ganz Cooney
participatory ones leave little opportunity for children Center’s report on joint media engagement (2011),
to cause any personally meaningful change or test authors Takeuchi and Stevens describe the need
their ever-evolving theories about how the world for designers to understand the “fit” of any new
works. Look for “hooks” or ways for less engaged platform within families’ existing practices. They
users to focus on dense pre-established narratives emphasize that technologies must “easily slot
that hint at later engagement (or “positive space”), into existing routines, parent work schedules, and
and for more engaged users to fill in the “negative classroom practices” (p. 48). Mobile technologies
space” with their own missing pieces or build out on are increasingly a part of these practices, as well as
provided materials (Laurel, 2001; Long, 2007). many others that are part of families’ everyday lives-
-including play. Transmedia play experiences that are
flexible and mobile are best able to fit within diverse
family practices, routines, and play spaces.
31

34. Paradigm-shifting Play
• Mind-blowing experiences. Transmedia play and and share with children outside of one’s immediate
storytelling can be paradigm-shifting experiences geographic area, and the possibility of sharing one’s
in that they provide gestalt moments that children ideas or creations publicly and widely are among
can reflect upon, revisit, and activate later for new the most compelling features of a transmedia play
purposes or new stories. These experiences may come experience. However, with these new opportunities
all at once (e.g., class field trips, seeing a theatrical for participation come concerns about safety and
performance), or coalesce over time. For example, privacy as children venture into public (or semi-public)
Sherry Turkle’s book Falling For Science (2008), a conversations, often for the first time. Transmedia
collection of essays written by her students at MIT, producers should carefully consider the benefits and
includes various accounts of how countless hours drawbacks of children’s real time versus delayed (and
spent with LEGO bricks led many of them to see the moderated) participation, particularly if producers
scientific world in new ways. Transmedia is partly wish to incorporate children’s feedback into a
something that a child consumes, but also something transmedia play experience in a timely manner and if
that a child does. Be aware of the everyday, ordinary, those children are geographically dispersed.
and mundane of kids’ lives so that the transmedia you
are making matters.
• Playing in real time. New media and, in particular,
mobile and social media, make it possible for children
to participate in ongoing, real-time conversations and
games as part of a transmedia play experience. This
stands in contrast to the delayed response children,
even in recent years, may have had with media, such
as sending letters that might be read on a future
episode of a television program or waiting for a
requested toy to arrive in the mail. In many cases,
providing feedback that changes the progression
of the experience, having opportunities to connect
32

35. In the section that follows, we look at these principles in example, Story Pirates work closely with science teachers
action through three extended examples—Caine’s Arcade, on the classroom level to link arts and literacy content to
Story Pirates, and the prototype for the Flotsam Transmedia Common Core, national, and state standards.
Experience. Over the past year, we have been observing and
interviewing producers and participants of these transme- • None start with TV. A great number of children’s
dia play experiences (Case 1: Caine’s Arcade and Case 2: media experiences start with television, and many
Story Pirates), as well as applying our theory and research franchises expand outward from the medium. However,
to the practice of making a transmedia play experience these examples show how transmedia play can develop
ourselves (Case 3: Flotsam). Each of the three case studies sometimes unexpectedly out of online video, theater, and
described below represents a different approach to trans- books.
media play. While Cases 1 and 2 are particularly relevant for
educators, Case 3 is geared towards producers interested in • Different stages of development. Some of these
the research and development (R&D) process. The educa- projects are further along or are more scalable than
tor-focused and producer-focused case studies showcase others. Much insight is to be gained though from looking
different perspectives on how best to incorporate transme- at the available resources at any given point during the
dia play principles and the challenges faced in doing so. course of these projects and the choices that these
producers of transmedia play make along the way.
We have chosen to include these examples because of the
following shared characteristics:
• Literacy and STEM content. Momentum is growing
among educational experts in support of better
integrating the humanities, arts, and design thinking
with the national imperative around science, technology,
engineering, and math (STEM) education. Each of the
experiences profiled promotes transmedia play as a way
to amplify children’s learning, creativity, and curiosity
about real world environmental and social issues. For
33

36. Examples of Transmedia Play
Case 1: Caine’s Arcade ers, Mullick used social media sites Facebook and Reddit
to organize a “flash mob” to surprise Caine one Saturday.
Caine’s Arcade documents not only Caine’s story, but the
Context support of his family and the collaborative efforts of online
and offline community members.
Caine’s Arcade is an elaborate DIY (Do-it-Yourself) cardboard
creation built by a 9-year-old arcade-obsessed boy named
Caine Monroy. Over one summer vacation, Caine spent
countless hours transforming the front of his dad’s used
auto parts store, located in an industrial part of East LA. He
used rolls of packing tape, cardboard boxes, and whatever
spare materials he could find––including his own old toy
cars––to use as arcade prizes.
But Caine’s Arcade is also an 11-minute short film directed
by Nirvan Mullick, an LA-based filmmaker and digital strate-
gist for social good campaigns. Mullick came across Caine’s
arcade while looking for a replacement car door handle.
What happened next was part luck, part magic, and part
cultural convergence. Though Caine spent months prepar-
ing for customers—designing elaborate security systems out photo credit: Meeno
of calculators, perfecting the design of his Skee-Ball-like ma-
chine, and turning paper lunch bags into gift bags—the auto
parts store had little foot traffic and Mullick was actually
Caine’s first customer. Determined to bring Caine custom-
34

37. Now, both Caine’s Arcade and Caine’s Arcade exist in the Transmedia Play Principles in
minds of children, parents, and educators around the world, Action
and continues to play out across multiple media platforms.
Posted online on April 9, 2012, the film has been viewed
over seven million times on YouTube and Vimeo. A grass- Play Partners
roots version of fandom has developed around Caine, as
The Imagination Foundation is developing into a collab-
children and families post YouTube response videos and
orative transmedia play experience that seeks to support
Facebook photos featuring their own cardboard creations.
children’s learning across digital and non-digital cultural
Caine has also garnered the admiration of adults including
realms. Caine and his arcade have become iconic among
U.S. Secretary of Education Arne Duncan. With the support
the “maker” movement—a network of communities that
of a matching challenge grant from the Goldhirsh Founda-
value open-ended, multi-sensory, and learner-centered
tion, Mullick launched the non-profit Imagination Founda-
experimentation with physical and digital materials. This
tion. The non-profit started the Caine’s Arcade School Pilot
making extends beyond just the platform of the cardboard
Program, where over one hundred schools in nine countries
arcade, which was very specific to Caine, but also to other
use the short film as a launch pad for classroom activities
forms of craftsmanship that might interest another girl or
appropriating cardboard materials to support inquiry in
boy, including carpentry, circuitry, and crafting. The expecta-
areas including art, math, engineering, and storytelling. The
tion is not that all children develop something so intricate
Imagination Foundation also launched a Global Cardboard
and time-intensive as Caine’s Arcade, but that young people
Challenge initiative, culminating in a worldwide celebra-
have to opportunity to tinker and develop expertise at their
tion of play, creativity, and community in October 2012 that
own pace with the support of their friends, peers, families,
raised money for the Foundation as well as local causes.
and other adults.
35

38. communities such as intergenerational virtual maker
spaces like DIY.org and Minecraft. Official events for the
Global Cardboard Challenge took place at a mix of formal
and informal workshop areas, including schools, in back-
yards, and at libraries. A great deal of groundwork has al-
ready been laid for the story world of Caine’s Arcade, but
young people continually have opportunities to change
and contribute to how the Caine’s Arcade universe will
evolve and grow.
Paradigm-shifting Play
photo credit: Imagination Foundation Caine’s Arcade documents a major mind-blowing experi-
ence—Caine called the day the flash mob came “the best
day of my whole life.” Taking part in the Caine’s Arcade
Places to Play transmedia play experience can also challenge the ways
Caine’s Arcade and the Imagination Foundation are that children, parents, and teachers think about story-
building open-access spaces that allow for rich transme- telling and about their own relationship to media and
dia world building. These “places to play” include 1) a materials. Young people may have entered the Caine’s
web platform for kids, parents, and educators to share Arcade universe through either of its main media texts
stories like Caine’s Arcade and add project-based learn- (or “motherships” as they are often called by transme-
ing activity kits and curriculum to them; 2) a network dia producers)—the short film and the physical location.
of permanent and pop-up maker spaces and creativity Other children may have come to know Caine and his
playgrounds in historically disenfranchised communi- arcade through its various transmedia extensions created
ties such as Caine’s own in East LA that provide access to by fans around the world, such as the Global Cardboard
more expensive maker tools such as 3D printers; and 3) Challenge. The fandom around Caine’s Arcade developed
the orchestration of locally-hosted events like the Global in real time after the short film was posted online. The
Cardboard Challenge, which foster creativity and commu- organizers behind the Global Cardboard Challenge incor-
nity. These spaces blend in-person locations with online porated feedback from geographically dispersed children,
36

39. parents, and teachers’ through Facebook, Twitter, email, Challenges
and YouTube relatively quickly, working around tradition-
al production models for broadcast media. Educators, policy makers, and funders must keep in mind
that not every adult and child shares the same socially and
culturally situated definition of “creative” and “imaginative”
use of materials. For example, as writer Michael Chabon
notes in his book Manhood for Amateurs (2009), most
people who have seen the film Toy Story would identify the
real boy, non-toy hero protagonist as Andy, the owner of
Woody and Buzz. However, shouldn’t we also be recogniz-
ing Sid, Andy’s next-door neighbor, for his use of problem-
solving skills and creative ingenuity to subversively “hack”
and reconfigure his toys? Different meanings about the
importance of play might also emerge in relation to other
national, ethnic, and cultural traditions. For example, there
has been some debate over the Maker Education Initiative
by O’Reilly Media’s spin-out Maker Media receiving partial
photo credit: Imagination Foundation funding from the U.S. Military’s Defense Advanced Research
Projects Agency (DARPA) (Dougherty, 2012). While DARPA
does not have any claim on student work through the pro-
gram, designers of transmedia play experiences might want
to be cognizant of different, constantly re-negotiated global
norms around how “making” might be defined and how
physical materials might be approached in various contexts.
Another challenge for educators is to strike the right bal-
ance between a more individual DIY approach to transme-
dia play and a more collective DIO (Do-It-Ourselves) or DIT
(Do-It-Together) form. In DIY culture, amateurs are able to
37

40. make their “own” cultural contribution using skills, materi-
als, and techniques previously exclusive to professionals
and experts. In their book DIY Media: Creating, Sharing and
Learning with New Technologies (2010), Michele Knobel
and Colin Lankshear write about DIY culture and what it
might contribute to reframing contemporary educational
practices and pedagogy. Caine’s
Arcade might appear to be a DIY The expectation is not that all children develop
project, but parents and mentors something so intricate and time-intensive as
still played an important roles— Caine’s Arcade, but that young people have to
whether hands-on or purposefully opportunity to tinker and develop expertise at
hands-off—in helping children
develop and mature physically, so-
their own pace with the support of their friends,
cially, emotionally, and cognitively. peers, families, and other adults.
Caine’s Arcade, both the physical
location and the documentary, is evidence for the value of
DIO or DIT. How we “do” education and what “it” is that we
value cannot be separated from the social context in which
learning takes place. Logistically, DIY/DIO/DIT processes can
be messy and experimental, and their documentation and
assessment more complicated.
38

41. Case 2: Story Pirates with children on every end of the economic spectrum, the
majority of their work is in underfunded schools expressing
a need for programs bridging learning and creativity.
Context
If you crossed Monty Python with Schoolhouse Rock, you
might come out with something like the Story Pirates.
Based in New York City and Los Angeles, and led by Jamie
(Benjamin) Salka (CEO) and Lee Overtree (Artistic Direc-
tor), the Story Pirates are an education and media company
that aims to celebrate the words and ideas of young people
through arts and literacy programs. Founded in 2003 by a
group of Northwestern University graduates, Story Pirates
pairs experienced teachers, actors, artists, and comedians
(e.g. The Daily Show’s Kristen Schaal) with schools and
community organizations to collaborate in creating dynamic
photo credit: Story Pirates
classes and workshops covering a broad range of academic
topics. Most Story Pirates are self-directed continuing learn-
The Story Pirates also work on mentoring other teachers
ers, and work professionally as writers, directors, improv
and supporting extended mentorship networks. In profes-
comedians, actors, and musicians. One-third of all Story
sional development workshops for educators, the Story
Pirates are also full or part-time teachers, with many hold-
Pirates work with classroom teachers to create lesson
ing masters degrees in education.
plans that complement their usual curriculum, but ap-
proach subjects from a radically different angle. They help
The cornerstone of the Story Pirates work is their Play/
teachers find ways to engage multiple intelligences in their
Write Program, an extended series of creative writing and
curriculum, or to “storify” and “dramatize” lessons to make
drama workshops in schools that lead to a musical sketch
them more interesting. Using a “process drama” approach
comedy show acted by adults and comprised entirely of
(O’Neill, 1995), students and teacher assume imaginary
stories written by kids. These school-wide performances
roles and act out parts in a pretend scenario as an interac-
reward collective effort and showcase the power of chil-
tive way of approaching a particular topic. The focus is on
dren’s writing. While the Story Pirates believe in working
39

42. finding a compelling reason to need to solve a problem, Transmedia Play Principles in
even if that reason is completely fictitious. The Story Pi- Action
rates have also developed a program to train high school
students to become junior Story Pirates. A unique model of
community service, high school students bring stories to life Play Partners
from younger kids in their communities. The Story Pirates
The Story Pirates support various youth-led partnerships
embrace the intersection of transmedia play, networked
with adults across various platforms. In Summer 2012,
learning, and peer mentorship.
Disney Junior partnered with the Story Pirates to facilitate
their Disney Junior Story Magic tour and lead Disney Junior-
themed interactive sketch comedy shows. On a more grass-
roots level, in October 2011 the Story Pirates collaborated
with transmedia producer Lance Weiler to develop the
curriculum and facilitate Robot Heart Stories. Crowd funded
by a campaign on micro financing website Indiegogo, the
10-day experiential learning project paired a classroom in
Montreal and one in Los Angeles and asked them to work
together to transport a robot in the shape of a cute robot-
shaped plush toy whom the students named Laika, after
the first dog to orbit Earth, back home to outer space. En
route across the U.S. Laika traveled to whatever destination
photo credit: Story Pirates
the students in both classrooms collaboratively chose using
iPads. On the road trip, Laika interacted with the children
through videos, photos, and a website that tracked her
progress. The students needed to use writing, math, ge-
ography, and problem-solving skills in order to bring Laika
home. Robot Heart Stories was a push-and-pull of shared
decision-making between children’s creative content and
the transmedia play structure created by the adult producers.
40

43. Places to Play Paradigm-shifting Play
The Story Pirates enact rich story worlds in physical and Children participating in Story Pirates programs may start
digital spaces, using their workshops and improv perfor- off with vague understandings of what it means to “write
mances known as Create-A-Shows to scaffold children’s for an audience.” But by becoming playwrights and/or by
own construction of the narrative that the Story Pirates playing audience members to a play written by a fellow
bring to life. Through a mix of transmedia play, storytell- schoolmate, engaging in this form of transmedia play alters
ing, and performance, the Story Pirates disperse intercon- the way that children think about stories and about their
nected multimedia content across various social contexts own roles in crafting stories. Children also learn the impor-
and multiple media platforms. Comedic interpretations of a tance of respecting individual subjectivity. They are encour-
child’s own writing provokes them to consider what makes aged to imagine multiple creative solutions for problems,
a story different when it is written on paper versus when it and to understand “revision” as an ongoing part of the
is performed by the Story Pirates. The places that the Story writing process. Story Pirates is not a writing contest, and
Pirates transmedia universe plays out includes the physical the Story Pirates actors and teaching artists focus on provid-
stage, a regular slot on Sirius XM’s Kids Place Live show, and ing genuine, constructive feedback about every child’s story
online videos such as a Story Pirates internally produced in workshops and encouraging children to expand and
and animated version of one student’s story. Similar to the revise their stories to highlight the unique creative elements
use of Indiegogo with Robot Heart Stories, this Story Pirates of their narratives. Paradigm-shifting play goes hand in hand
cartoon project was successfully crowd funded through with teaching and learning through storytelling.
Kickstarter. Recently, the Story Pirates also collaborated
with an all-girls school in Kenya on a Create-a-Show using
Skype. At midnight in the U.S. and 9:00 a.m. in Kenya,
students, teacher, and Story Pirates could all find a time to
meet in a hybrid online-offline classroom. All pieces of the
Story Pirates transmedia play experience are scripted by
children but are also thoughtfully scaffolded by experienced
educators and actors.
photo credit: Story Pirates
41

44. Challenges
The Story Pirates use unique funding models to support
these programs, which build enthusiasm, energy, and play-
ful spirits in classrooms. These financial models allow those
passionate about education to co-create with the Story
Pirates thanks to the democratization of web tools like Indi-
egogo and Kickstarter. While these backend systems allow
projects to move at an accelerated pace, large-scale proj-
ects and sustained commitments to
school communities require con- The Story Pirates enact rich story worlds in physical
sistent and large financial invest- and digital spaces, using their workshops and
ments. improv performances known as Create-A-Shows
Another challenge the Story Pirates
to scaffold children’s own construction of the
face is gaining entry and maintain- narrative that the
Story Pirates bring to life.
ing teacher-and school-level sup-
port for the program. Given the current climate of high-
stakes testing and the demands placed on teachers to cover
a wide range of standards-linked content, some teachers
and administrators are hesitant to use class time for activi-
ties that are perceived as not directly related to standards.
In designing transmedia play experiences, it may be help-
ful for designers to be familiar with the content standards
for their target audience’s grade level(s) in order to create
opportunities for teachers to align products or programs to
the skills and content are required to teach.
42

45. Case 3: Flotsam Transmedia Context
Experience Flotsam (2006) is a Caldecott Award-winning wordless
picture book by author/illustrator David Wiesner. The book
depicts the story of a curious young boy who, during a fam-
While the prior two case studies are educator-centered, the ily trip to the beach, finds the mysterious “Melville camera”
next case study describes the research and development of a that has washed ashore (a reference to Herman Melville,
transmedia play experience that we, the authors of this re- the author of Moby Dick). When the boy develops the
port, developed, designed, and built as part of an interdisci- film held in the camera, he sees evidence of the camera’s
plinary team of researchers and designers at the Annenberg fantastic journey above and under the sea. After adding a
Innovation Lab at USC. Here we illustrate how we applied few of his own pictures to a new roll of film, he releases the
transmedia play principles to an actual product, and share camera back into the ocean, where it sets off on a journey
some of the challenges we faced which may be particularly to its next child owner.
helpful for children’s media and transmedia producers.
Over the course of 2011-2013, an interdisciplinary team of
researchers and designers has worked to develop transme-
dia extensions to Flotsam. The group consists of the Univer-
sity of Southern California (USC) Annenberg Innovation Lab;
The Alchemists, a transmedia production company based
in Los Angeles and Rio de Janeiro; and the publishers of
Flotsam, Houghton Mifflin Harcourt (HMH). As a wordless
book, Flotsam encourages readers to tell their own story of
what they see in its pages. The transmedia extensions were
designed to scaffold and enhance these opportunities for
storytelling. Further, the transmedia experience was intend-
photo credit: USC Annenberg Innovation Lab ed to build upon the book’s ocean setting and depiction of
marine life by incorporating an age-appropriate life science
curriculum.
43

46. The project team brainstormed, researched, and rapid pro-
totyped numerous transmedia extensions of Flotsam. In its
current iteration, one way in which the transmedia experi-
ence extends from the printed book is to a dynamic book
(or “d-book”) for the Apple iPad. The d-book is designed to
invite children to explore their immediate environment and
the larger world using integrated interactive tools, to re-
cord and remix their own stories, and to share those stories
with their friends and families. In addition to the d-book,
the prototype includes collectable “Explorer Cards” that
elaborate on the book’s illustrations and related scientific
concepts, and interact with the d-book through augmented
reality. Play with the Explorer Cards can also happen out-
side of the d-book through a multi-player card game. With the Melville camera feature, readers can integrate their own
pictures into their Flotsam transmedia story.
A number of qualities of Flotsam the printed book lend
themselves directly to developing a transmedia storytelling Second, the team thought it would be interesting to use
and play experience. First, the core narrative of the book is new media to help tell the story about old media. In play
about children actively consuming, creating, and spreading testing sessions, they learned that many young fans of the
media in the form of photographs. The photographs includ- book were unfamiliar with the process of taking photos
ed in the story range from images of other children around with physical film. The Flotsam project highlights the
the world to fantastical images include a mechanical fish nature of convergence culture—that new media doesn’t
swimming with red snapper and anchovies, and a family of displace old media, but shifts its cultural meaning and
octopuses sitting on sofas in their underwater living room. place in society.
Third, research strongly suggests that wordless picture
books support literacy, particularly among English Language
Learners (Arif & Hashim, 2008; Cassady, 1998; Jalongo,
Dragich, Conrad, & Zhang, 2002). The d-book is designed to
build upon the strategies for reading wordless books that
44

47. support literacy development, providing enhanced interac-
tivity and opportunities for participation.
Researching and Developing by
Finally, the book thematically embraced the idea that STEM
“Thinking & Doing”
content can be enhanced by the arts and humanities. For
example, the young boy in the book uses the microscope as The Flotsam transmedia project began its research and
development process with a “Think & Do Tank,” a full
both a tool of scientific inquiry and as a way look closer at
day immersive experience built around a provocative
photographs. Notably, Wiesner employs the visual meta-
question. The Think & Do format is designed to bring
phor of increased magnification to represent going back in together participants from varied disciplines, industries,
time, zooming deeper and deeper into the pictures of other backgrounds, and experiences to explore and experi-
children within the pictures of children, and finding the ment around the core question. The Flotsam project
original child who first took a self-portrait with the Melville emerged out of one such Think & Do tank that was
camera. The Flotsam transmedia project team believed focused on the question, “What experiences and nar-
such a book could be a jumping off point for learning about ratives constitute compelling play in the 21st century?”
marine biology and developing scientific inquiry skills Participants spent part of the day playing with materials
organized by different ways of engaging with digital and
through written, visual, and oral storytelling.
non-digital objects: representational play (e.g. decks
of blank playing cards, yarn and buttons), physical play
(e.g. Kinect, hula hoops), sensory play (e.g. magnets,
Silly Putty and newspapers), and logical play (e.g. Make-
do kits and recyclable materials). During this playtime,
a large group of participants gravitated toward a print
copy of Flotsam, recognizing the potential of the word-
less picture book to inspire creative and productive play.
Following the Think & Do Tanks, the Innovation Lab ob-
tained permission to develop the book into a prototype
for a transmedia play experience in collaboration with
David Wiesner and Houghton Mifflin Harcourt.
45

48. Transmedia Play Principles in including teachers, peers, parents, and siblings. Designing
Action for the range of possible uses of the book—from informal,
independent reading in the home to shared reading in a
classroom directed by a teacher—has been a major chal-
Play Partners lenge of the project. In order to meet the demands of
multiple use scenarios, we experimented with customizable
A wide range of stakeholders has contributed to the devel-
settings on the d-book and multiple ways of interacting with
opment of the transmedia extensions of Flotsam. Since its
the Explorer Cards. The decision to include a high-level of
inception in the Fall of 2011, the team has included USC
customizability was supported by feedback from teachers
undergraduate and graduate students in communication,
and parents indicating that being able to turn features on
interactive media, computer science, electrical engineering,
and off was important to their ability to share the d-book
marine biology, and music composition. Collaboration took
with the children in their families and/or classrooms. The
the group to the USC Wrigley Institute on Catalina Island
design of the d-book in particular took into account design-
off the coast of Los Angeles to learn more about marine
ing for joint media engagement and recent research by the
biology research and for that to inform the development
Joan Ganz Cooney Center on parent preferences for e-book
process. The group also worked closely with a second grade
reading (Chiong, Ree, & Takeuchi, 2012).
class in an arts integrated charter school in Los Angeles.
Their teacher, who had the support of the administration
to engage in project-based inquiry, used the print version Places to Play
of Flotsam in various ways across the curriculum over the
A key theme of Flotsam is exploring new worlds and cross-
course of the year. The team recorded, with parent per-
cultural exchange. In the printed book, children around the
mission, children sing different modes of expression to tell
world experience the Melville camera and pass the media
their own versions of Flotsam—including dance, puppetry,
along to another child. Thus, the children are united by the
and illustration. The group then screened these videos in a
oceans, which serve to connect the children and also move
follow-up Think & Do tank, where the Flotsam team invited
the camera from shore to shore. Not only are the places in
many of the participants in the original Think & Do tank, as
which these children live symbolically and geographically
well as David Wiesner and his editor from HMH.
connected, they are also ecologically connected. A major
interactive feature of the book emphasizes why it matters
The next iteration of the Flotsam transmedia experience
what people do to one ocean and how it impacts other
took into account different combinations of play partners,
people and other oceans.
46

49. Paradigm-shifting Play
Flotsam offers simple ways to think about complex con-
cepts. For example, when the protagonist comes to the last
picture in the roll of film he has developed, he discovers
a picture of little girl holding a picture of a little boy hold-
ing a picture of another little boy. This image plays with
recursive math, introducing an inherently iterative, never
ending story. The Flotsam project attempted to elaborate
on this element of the book, giving children the ability to
add themselves to this recursive image, thus making their
own contribution to the ongoing story. Another example
of abstract concepts addressed in Flotsam is the idea of
cycles, such as finding and releasing objects. This concept
The interactive map feature allows Flotsam readers to explore
marine ecosystems around the world. is reinforced by the ending of the book, in which a girl finds
the camera washed up on a different beach—just as the boy
It was also the intent of the team for children to find many found it at the beginning of the book. For children who live
places to play inside the d-book. In its design, kids could co- very much in the here-and-now, thinking about history and
author and co-design along with the original author at vari- the way it is documented, linkages between distant children
ous points in the d-book. For example, kids could remix the is likely to challenge their ways of understanding of the
story or construct an abbreviated version, recording their world.
own voice along with sound effects. In order for the story
to play out across multiple media, some of these features Flotsam blends science fact and science fiction as a way to
would come enabled, and others only would be available provoke curiosity. The team enhanced this element by lay-
through the trading card game. While transmedia storytell- ering an integrated science curriculum connected to the sea
ing involves the dispersal and collecting of narrative ele- life and geography depicted in the book’s illustrations over
ments, Flotsam also embraces transmedia play through its the narrative. Learning to navigate a text that seamlessly
dispersal of collectable book mechanics that enable telling combines real and fantastical elements requires a signifi-
new versions of the story. cant shift in strategies for discerning the credibility of texts
as well as a recalibration of suspension of disbelief.
47

50. book, one idea was to animate an image of a crab to create
the appearance that its eyes were blinking. However, upon
consulting with the marine biology experts on the team, we
found out that crabs are physically unable to blink! Providing
scientifically accurate material within a fantastical narrative
is a challenging constraint. However, by carefully choosing
where and when to break with reality, it can be worthwhile.
At the end of development of our most recent prototype, the
team encountered new challenges. For example, academic
and industry schedules and time frames did not necessar-
ily align. The team came to value having people who could
move fluidly between the university research setting and
the industry-driven production process. The development
process also involved making difficult choices about access.
Without the capacity to design across all existing platforms
and to provide low-, no-, and high-tech options for each
extension of the book, the team struggled with how to make
exciting, non-digital transmedia extensions. Ultimately, they
felt that although only children with access to an iPad 2 or 3
could access the d-book, the print book, collectable Explorer
photo credit: USC Annenberg Innovation Lab Cards, and card game would provide other options for ac-
cessing the world of Flotsam.
Challenges
Finding a balance of scientific accuracy and whimsy has been
one of many challenges faced in the design and produc-
tion of the Flotsam transmedia experience. For example, as
the team considered different interactive elements for the
48

51. Future Directions for Research and
Development
Although a great deal of transmedia production is happening A second issue warranting further investigation is that of access.
in the children’s media industries, systematic research into the Transmedia necessarily requires access to multiple forms of
potential of transmedia for learning is in very early stages. This media. Further research into how children and families access
is an exciting prospect, but also presents the challenge of identi- media—and specifically how they access linked transmedia nar-
fying and narrowing a research and development agenda. In ratives and experiences—is needed to inform the design of new
this last section, we present a few possible directions for future transmedia experiences that are accessible to a wider audience.
research and development designed to better understand and This research might investigate questions such as:
leverage the possibilities of transmedia learning for all children.
• How does learning with transmedia differ depending
First, as we have noted previously in this report, little empirical on the point of entry into the experience? For
evidence supports the claim that transmedia supports learning. example, are there differences in learning when a
Producing a body of observational and experimental studies child begins participating in a transmedia experience
that investigate where, when, how, and under what conditions through an interactive app versus a printed book?
transmedia supports learning is, therefore, of primary impor-
tance. This research might also focus on questions such as: • How much of an impact does having access to all
of the media included in a transmedia experience,
• What kind of learning is best supported by versus selected access points, make in the quality
transmedia? What kinds of content? What kinds of and appeal of the experience?
skills?
• How does the duration of participation affect
• How might we best leverage combinations of learning?
transmedia logics (for example, storytelling and play
or play and activism) to support learning?
• How do children at different ages, stages of
development, and ability levels use transmedia for
learning?
49

52. Such research into how transmedia is used for learning under educational spaces? What new tools and systems for collecting,
diverse conditions could assist designers in creating transmedia analyzing, and using data need to be developed to support as-
experiences that incorporate low-, no-, and high-tech opportu- sessment of learning through transmedia experiences?
nities for participation, thus broadening meaningful access to
the experience. By designing transmedia experiences that take Finally, as our examples demonstrate, creating transmedia for
into account the differences in access available to children and learning involves collaboration among diverse stakeholders.
families at varying income levels, in different communities, and This raises important questions about how to best build part-
in diverse parts of the world, transmedia has the potential to nerships between public and private entities, including the role
be a powerful tool for addressing stubborn achievement and of alternative models for funding (for example, Indiegogo or
participation gaps. Kickstarter). Such research into the challenges and opportuni-
ties of organizational collaboration could provide important
In addition to the above questions related to access to opportu- insight and inspiration for new approaches to creating transme-
nities for learning with transmedia, research in to how to best dia experiences for children and families.
design transmedia experiences that flow naturally across the
boundaries of children’s lives—for example, between home, As suggested in the introduction, there is no monster at the end
school, and informal learning spaces—could support widening of this report. While the research and development agenda we
participation in transmedia learning and improve the quality have described may seem monstrous in its breadth and diver-
of transmedia experiences. Further, considering ways to design sity, we hope that, like us, readers see it as exciting rather than
for different genres of participation—e.g. hanging out, messing scary. To our minds, transmedia has great potential for support-
around, geeking out (Ito et al., 2009)—and types of play—soli- ing learning through meaningful and innovative play. We hope
tary, parallel, and social—could prove valuable for future trans- that the concepts we have presented will incite cross-sector
media productions wishing to support robust learning goals. conversation about children’s play and learning with media
that, like good transmedia experiences, will extend well beyond
Future research might also focus on how policy, regulation, the pages of this report.
and practice in education and the entertainment/high tech
industries impact the development of transmedia experiences
for learning. For example, how will policy (e.g. COPPA, FERPA)
shape the development of transmedia experiences that seek
to connect users under 13, leverage data driven personaliza-
tion, or link to systems for assessment in schools and informal
50

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58. Acknowledgements
Special thanks to Alice Lin and Nirvan Mullick of the Imagi- This work is distributed under a
nation Foundation, and Benjamin Salka, Lee Overtree, Duke Creative Commons Attribution-Non-
Doyle, and Gabe Jewell of the Story Pirates for their insights Commercial-Share Alike 3.0 License
and feedback on our case studies. Thank you as well to our
collaborators from the University of Southern California and (CC-BY-NC-SA 3.0)
The Alchemists, including Mark Warshaw, Michael Annetta,
Amy Levy, Flourish Klink, Johanna Holm, and Annette Gold-
smith. In addition, a very special thank you to our friends
at the Cooney Center, especially Lori Takeuchi and Michael
Levine for their feedback on earlier drafts of the publica-
tion and Catherine Jhee for her assistance in producing this
report.
Suggested Citation
Herr-Stephenson, B., Alper, M., Reilly, E. and Jenkins, H.
(2013). T is for transmedia: Learning through trans-
media play. Los Angeles and New York: USC Annenberg
Innovation Lab and The Joan Ganz Cooney Center at
Sesame Workshop. Available: http://www.annenber-
glab.com/viewresearch/46
Design and illustration by Daniel Rhone www.LUX-ID.com
56